Empowering Voices: Critical Pedagogy and Translanguaging in Student Interactions in Malibud NHS Senior High School

Abstract

This study examines the integration of critical pedagogy and translanguaging in fostering student empowerment and equity in Malibud National High School Senior High School, a rural and linguistically diverse setting. Grounded in Freire’s (1970) critical pedagogy, which emphasizes education as a means of liberation through dialogue and critical reflection, the research explores how these principles address systemic inequalities in marginalized communities. Complementing this framework is García and Wei’s (2014) concept of translanguaging, which leverages students’ full linguistic repertoire to enhance comprehension and inclusivity. Using qualitative and participatory methodologies, the study investigates multilingual practices, the role of translanguaging in classroom instruction, and the challenges of implementing these approaches in hinterland schools. Findings highlight the transformative potential of these pedagogies in validating cultural identities, amplifying student voices, and improving educational outcomes. The research contributes to broader discourses on educational equity, offering insights for similar contexts globally.